Assignment # 7: Read the Book MI in the Elementary Classroom. Pick two activities from the back of the chapters. Implement two of these ideas into your class. Write a report describing your activity.
After reading Susan Baum's book: Multiple Intelligences in the Elementary Classroom, I picked two activities: The Monster Mash for my second graders and Storyboarding for my third graders. I teach Spanish 40 minutes every day to each of my grade-groups (one group of students per grade: from first to fifth grade).
Activity 1
Grade: Second grade Age: 7-8 year old students Number of students: 21 (11 girls and 10 boys) Lesson: Spanish (OPP: Official Peruvian Program) Activity: The Monster Mash Pathway: Bridging
I chose this activity because my second graders are very kinesthetic and active boys and girls, therefore using an activity that involves music and movement will be very motivating. According to Susan Baum, today’s learners are different, they need movement and are more visual/spatial and kinesthetic (Teaching tomorrow’s Leaders: Engaging all students for the 21st Century) On the other hand, as part of our "Spanish Curriculum" we are working using nouns and adjectives; therefore I thought that this activity will help us to generate language and descriptive writing using nouns and adjectives. First of all we talked about people that they know that used movement in their careers. They participate actively giving a lot of examples. Then I asked if they like to move or to dance; the positive reaction was immediate. Next we moved from the tables to the big carpet where we play or work in the circle. I explained that we were going to become monsters, and that we were going to move to the song “Monster Mash”, but we need to remember and agree on our class rules: respect, be save and have fun. We formed a circle and one volunteer at a time will perform in the center, while the others copied his/her movements. At the beginning it was a little bit difficult because almost everyone wanted to be in the middle at the same time, but once they realized that the song was long enough, and that we could play it many times, then they were more patience. We went back to the tables, while some kids were complaining because they didn´t want to stop dancing. Four kids were the most convincing monster as the model for the writing activity, so we need to raffle the “target monster”. It is worth mentioning that those four students are almost-always the worst-behaved children in the class.
After the raffle, Mateo won, so he danced again in front of the class so we could brainstorm how “this monster” moved, how was his personality, the noises he maid, the steps he took, etc. (While I was copying their ideas on the board, I was reinforcing the use of nouns and adjectives to describe the monster and his movements). The next day with all the words and phrases the students gave as answers (already typed), they begun to incorporate them into their own article for the school´s newspaper. They asked me if we could dance again after they finish writing their articles. Of course I said yes, but we were going to reflect and share some of their works before dancing once more. Without any doubt I will do this activity again, but I will save more time for the reflection and the sharing. It took a lot of time to concentrate, because they kept asking at what time they would dance again. They shared proudly their articles and listened carefully to the critical feedback of "the actor".
Activity 2
Grade: Third grade Age: 8-9 year old students Number of students: 23 (10 girls and 13 boys) Lesson: Spanish (OPP: Official Peruvian Program) Activity: Storyboarding: The Real Story of Humpty Dumpty (Spanish version) Pathway: Exploration
I chose this activity to give my students the opportunity to use spatial and logical-mathematical abilities; understanding of camera angles and perspective. And also because after making their Business Card plus the Novice/Expert Activity (ranking their preferred expression: write, draw, act & build) I knew that 75% of my students will love to draw. We started the activity by telling my students that we were going to make a movie… that we will become filmmakers and plan our own films. I asked them if they knew how to film, or if they had any idea about how filmmakers use storyboards to organize their frames. We watched a video to learn about camera shots: http://www.youtube.com/watch?v=hI8AqKhRZj8 After talking about the video, I gave each student a small piece of paper to fold into quarters and cut a small hole in the middle to experiment the different shots just learned. They really enjoyed this part of the activity; some kids even decorated their "paper cameras". I decided to give them more time to have fun based on Judy Willis’s theoretical support (The Neuroscience of Joyful Education). I taught them the Spanish version of “Humpty Dumpty”, because they knew it just in English. Together we realized that the rhyme never says whether it is an egg, male or female. So each filmmaker will decide all the details of their creative story. Then, I gave a letter size paper to each student to fold into sixths (I modeled it for them first). I told them that we were going to draw 6 frames and that each of us will need to choose the setting, our characters’ feelings, some problems and solutions; and finally which would be the best “shot” for each frame. After brainstorming some ideas, almost all students agreed to start with a long shot to get the sense of the whole scene, a close-up to show the feelings, and after a problem find a solution. The second day they continue drawing and coloring and the third day after reflecting on how they felt, some of them shared their stories sitting in a circle and having positive comments of their friends. They felt very proud of their work. They were very motivated letting others enjoy and have fun with their own creation. I would definitely do this activity again, but next time I will give them at least four periods of forty minutes each, so they will be able to add more details and finally ALL of them will have the time to share their work.
Assignment # 6 : Think-Tac-Toe, color coded: black for basic, blue for mid range and red for higher level thinking.
- "Juegos y juguetes" - 1er grado (using Bloom´s Taxonomy)
Dibuja y colorea tu juguete preferido. Recuerda incluir muchos detalles y todas sus partes.
Explica en forma oral un juego antiguo que conozcas.
Escoge un juguete antiguo y dibújalo. En la misma hoja dibuja cómo es ahora.
Cuéntanos la historia acerca de un juguete que te hayan regalado.
Piensa en momentos que debes ser solidario. Escribe seis juguetes que regalarías a otros niños y explica por qué.
Escribe una lista de quince juguetes que te gustan a ti y a tus amigos.
Escribe una oración acerca de tu juguete favorito (color, tamaño, qué es, por qué te gusta, para qué sirve)
Arma con material reciclable un juguete.
Dibuja o escribe tres partes o cosas que NO debe tener un juguete para que sea seguro y tres partes o cosas que SÍ puede tener para ser seguro.
Assignment # 5 : Comment on possible advantages of having AlphaBet Syndrome. Why might nature have done this? Is there any genetic advantage to any of these special populations.
As educators we need to focus our teaching on students’ interests and strengths rather than on their deficiencies. We must consider the risk of "labeling students" due to differences or because they can´t be successful in the learning environment.
Having an AlphaBet Syndrome is a combination of strengths and weaknesses, is a mixture of mental gifts and challenges because of their learning disabled.
There is nothing inherently wrong with their brains; it has just developed in a different way to the majority of the population. We need a shift in attitude toward the view that it is a DIFFERENCE, rather than a disability that must be treated or cured.
We should be aware of their learning needs and identify issues to be addressed when dealing with “alphabet children” in the classroom. (Baum and Olenchak, 2002)
For example: asperger kids, we have investigated and learned that they are not socially driven (maybe it isn't naturally sociable because it didn't evolve to be sociable); also they are very honest; and are advanced (gifted) in art, music, science (this enhanced ability in certain areas suggests an evolutionary step).
Their -and our- goal is to try to reach some sort of balance because as with evolution, what really matters is not the intelligence neither the strength, but the ability to utilize those aspects to adapt oneself.
Assignment # 4 : Learning Matrix activity (I worked on Aspergers population)
Group Members
Special Population
Brief Description of Population
Learning Challenges
Learning Tips in Content, process, products or environment
- Joe B. - Fiorella del A. - Rita V. - Mariella V.
High Functioning Autistic, Aspergers
Students that focus on a single interest
If not treated on time the disease degenerates
Students maybe a handful at home and disruptive at school but have high intellectual abilities
Is usually represented as endless body rocking and arm flopping
Excessive sensory stimulation can be overwhelming for them
Concrete thinkers
Struggle with abstract thinking
Hard to deal with too much stimulus (noisy environments)
Use literal meanings
Avoid too much sensory stimulus
Keep a schedule routine
Written plan of classroom plans and responsibilities
Create a safe, happy and positive environment
Learn about child´s issues and interests.
Be kind but firm.
Identify student´s individual needs in specific situations such as play areas. For instance which type of textures stimulate/irritate students
They must have a written behavior plan
Visual support
Include parents
Assignment # 3 : Cartoon Assignment
Name: Cuidemos el agua By Fiorella del Aguila, Maria Angela Novoa and Mariella Valdez We support in Spanish a PYP UNIT about the water for third graders
Assignment # 2 : Write one short reflection, tell us one new thing that you learned about Multiple Intelligence / Learning Styles or differentiation.
In this class I have learned (and reaffirmed) the importance of planning our learning experiences celebrating the individual differences in our students and the way they learn.
Our strategies and resources need to be varied, not to have "average students", but to enhance their skills and according to the type of intelligence or their learning style, each of our students achieve a higher level than he/she was before the learning experience.
Education should be strength-based and engaging for students.
We know it is very challenging, but we have to address academic diversity in our classroom.
A very useful tool to show the unique combination of interests, abilities, experiences, and learning preferences would be "My LearningPrint".
Assignment # 1 : Tell everyone your name, what you teach, the grade level and 3 or 5 things you would like to share with the class.
(November 30, 2010)
My name is Mariella Valdez. I am an Elementary Spanish Teacher. I teach 1st through 5th grade. Four OPP (Official Peruvian Program) classes and one SAL (Spanish as an Additional Language) class.
I am married and have two children, Antonio 15 and Daniella 7.
A few things I would like to share with the class:
- I love traveling with my family - My passion is to learn and teach (I wish I had more time to read, search and investigate) - Christmas and my birthday are two special days on the calendar - I really enjoy working with computers - Stars and eating Peruvian food are my vices
Assignment # 7: Read the Book MI in the Elementary Classroom. Pick two activities from the back of the chapters. Implement two of these ideas into your class. Write a report describing your activity.
After reading Susan Baum's book: Multiple Intelligences in the Elementary Classroom, I picked two activities: The Monster Mash for my second graders and Storyboarding for my third graders.
I teach Spanish 40 minutes every day to each of my grade-groups (one group of students per grade: from first to fifth grade).
Activity 1
Grade: Second grade
Age: 7-8 year old students
Number of students: 21 (11 girls and 10 boys)
Lesson: Spanish (OPP: Official Peruvian Program)
Activity: The Monster Mash
Pathway: Bridging
I chose this activity because my second graders are very kinesthetic and active boys and girls, therefore using an activity that involves music and movement will be very motivating. According to Susan Baum, today’s learners are different, they need movement and are more visual/spatial and kinesthetic (Teaching tomorrow’s Leaders: Engaging all students for the 21st Century)
First of all we talked about people that they know that used movement in their careers. They participate actively giving a lot of examples. Then I asked if they like to move or to dance; the positive reaction was immediate.
Next we moved from the tables to the big carpet where we play or work in the circle. I explained that we were going to become monsters, and that we were going to move to the song “Monster Mash”, but we need to remember and agree on our class rules: respect, be save and have fun.
We formed a circle and one volunteer at a time will perform in the center, while the others copied his/her movements. At the beginning it was a little bit difficult because almost everyone wanted to be in the middle at the same time, but once they realized that the song was long enough, and that we could play it many times, then they were more patience.
We went back to the tables, while some kids were complaining because they didn´t want to stop dancing.
Four kids were the most convincing monster as the model for the writing activity, so we need to raffle the “target monster”. It is worth mentioning that those four students are almost-always the worst-behaved children in the class.
After the raffle, Mateo won, so he danced again in front of the class so we could brainstorm how “this monster” moved, how was his personality, the noises he maid, the steps
The next day with all the words and phrases the students gave as answers (already typed), they begun to incorporate them into their own article for the school´s newspaper.
They asked me if we could dance again after they finish writing their articles. Of course I said yes, but we were going to reflect and share some of their works before dancing once more.
Without any doubt I will do this activity again, but I will save more time for the reflection and the sharing.
It took a lot of time to concentrate, because they kept asking at what time they would dance again.
They shared proudly their articles and listened carefully to the critical feedback of "the actor".
Activity 2
Grade: Third grade
Age: 8-9 year old students
Number of students: 23 (10 girls and 13 boys)
Lesson: Spanish (OPP: Official Peruvian Program)
Activity: Storyboarding: The Real Story of Humpty Dumpty (Spanish version)
Pathway: Exploration
I chose this activity to give my students the opportunity to use spatial and logical-mathematical abilities; understanding of camera angles and perspective. And also because
We started the activity by telling my students that we were going to make a movie… that we will become filmmakers and plan our own films.
I asked them if they knew how to film, or if they had any idea about how filmmakers use storyboards to organize their frames.
We watched a video to learn about camera shots: http://www.youtube.com/watch?v=hI8AqKhRZj8
After talking about the video, I gave each student a small piece of paper to fold into quarters and cut a small hole in the middle to experiment the different shots just learned. They really enjoyed this part of the activity; some kids even decorated their "paper cameras". I decided to give them more time to have fun based on Judy Willis’s theoretical support (The Neuroscience of Joyful Education).
Then, I gave a letter size paper to each student to fold into sixths (I modeled it for them first).
I told them that we were going to draw 6 frames and that each of us will need to choose the setting, our characters’ feelings, some problems and solutions; and finally which would be the best “shot” for each frame. After brainstorming some ideas, almost all students agreed to start with a long shot to get the sense of the whole scene, a close-up to show the feelings, and after a problem find a solution.
The second day they continue drawing and coloring and the third day after reflecting on how they felt, some of them shared their stories sitting in a circle and having positive comments of their friends. They felt very proud of their work. They were very motivated letting others enjoy and have fun with their own creation.
I would definitely do this activity again, but next time I will give them at least four periods of forty minutes each, so they will be able to add more details and finally ALL of them will have the time to share their work.
Assignment # 6 : Think-Tac-Toe, color coded: black for basic, blue for mid range and red for higher level thinking.
- "Juegos y juguetes" - 1er grado (using Bloom´s Taxonomy)
Recuerda incluir muchos detalles y todas sus partes.
En la misma hoja dibuja cómo es ahora.
Assignment # 5 : Comment on possible advantages of having AlphaBet Syndrome. Why might nature have done this? Is there any genetic advantage to any of these special populations.
As educators we need to focus our teaching on students’ interests and strengths rather than on their deficiencies. We must consider the risk of "labeling students" due to differences or because they can´t be successful in the learning environment.
Having an AlphaBet Syndrome is a combination of strengths and weaknesses, is a mixture of mental gifts and challenges because of their learning disabled.
There is nothing inherently wrong with their brains; it has just developed in a different way to the majority of the population. We need a shift in attitude toward the view that it is a DIFFERENCE, rather than a disability that must be treated or cured.
We should be aware of their learning needs and identify issues to be addressed when dealing with “alphabet children” in the classroom. (Baum and Olenchak, 2002)
For example: asperger kids, we have investigated and learned that they are not socially driven (maybe it isn't naturally sociable because it didn't evolve to be sociable); also they are very honest; and are advanced (gifted) in art, music, science (this enhanced ability in certain areas suggests an evolutionary step).
Their -and our- goal is to try to reach some sort of balance because as with evolution, what really matters is not the intelligence neither the strength, but the ability to utilize those aspects to adapt oneself.
Assignment # 4 : Learning Matrix activity (I worked on Aspergers population)
- Fiorella del A.
- Rita V.
- Mariella V.
Aspergers
Assignment # 3 : Cartoon Assignment
Name: Cuidemos el agua
By Fiorella del Aguila, Maria Angela Novoa and Mariella Valdez
We support in Spanish a PYP UNIT about the water for third graders
Assignment # 2 : Write one short reflection, tell us one new thing that you learned about Multiple Intelligence / Learning Styles or differentiation.
In this class I have learned (and reaffirmed) the importance of planning our learning experiences celebrating the individual differences in our students and the way they learn.
Our strategies and resources need to be varied, not to have "average students", but to enhance their skills and according to the type of intelligence or their learning style, each of our students achieve a higher level than he/she was before the learning experience.Education should be strength-based and engaging for students.
We know it is very challenging, but we have to address academic diversity in our classroom.
A very useful tool to show the unique combination of interests, abilities, experiences, and learning preferences would be "My LearningPrint".
Assignment # 1 : Tell everyone your name, what you teach, the grade level and 3 or 5 things you would like to share with the class.
(November 30, 2010)
My name is Mariella Valdez. I am an Elementary Spanish Teacher. I teach 1st through 5th grade. Four OPP (Official Peruvian Program) classes and one SAL (Spanish as an Additional Language) class.
I am married and have two children, Antonio 15 and Daniella 7.
A few things I would like to share with the class:
- I love traveling with my family
- My passion is to learn and teach (I wish I had more time to read, search and investigate)
- Christmas and my birthday are two special days on the calendar
- I really enjoy working with computers
- Stars and eating Peruvian food are my vices